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Describing the Educational Factors that Hinder Proper Pronunciation of English in the Oral...
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Transcript of Describing the Educational Factors that Hinder Proper Pronunciation of English in the Oral...
MEMORIA DE GRADUACION ¨ DESCRIBING THE EDUCATIONALFACTORS THAT HINDER PROPER
PRONUNCIATION OF ENGLISH IN THE ORAL COMMUNICATION COURSES FROM 11TH GRADERS AT TICABÁN HIGH SCHOOL, GUAPILES
¨
BYBach. Marta Alfaro
Bach. Geiner Quesada
UNIVERSIDAD MAGISTER
CHAPTER I INTRODUCTION
BACKGOUND AND JUSTIFICATIONThe process of foreign language learning has become a titanic
endeavor for most high-scholars within the public education,(Estado de la Educación, 2014)
To promote the development of this skill, it is necessary that student aware of the following principles:
• Oral speech is acquired through listening
• Speech delivery, rhythm, intonation and pronunciation are learned by listening to appropriate language models
• For the students to speak English it is essential that English is spoken in class and in any other situation when it is required.
GENERAL AND SPECIFIC OBJECTIVES
To describe the educational factors that hinder proper pronunciation of English in the oral communication courses from 11th graders at Ticabán High School, Guápiles.
SPECIFIC OJECTIVES
• To assess English pronunciation accuracy in 11th graders.• To determine challenging situations and opportunities regarding
English pronunciation.• To identify the educational factors which might hinder the English
pronunciation learning process.• To appraise the use of phonics in English teaching• To offer a guide for the introduction of teaching English
pronunciation strategies in public high school of Ticabán, Pococí.
VARIABLES
• English Pronunciation Accuracy• Threats regarding English pronunciation• Opportunities regarding English pronunciation• Educational Factors• Phonics• Eleventh graders
CHAPTER II THEORICAL FRAMEWORK
INSTITUTIONAL FRAMEWORK
Its official name of is Liceo de Ticabán, it was founded on February, 1997. This institution operates under the Educational Innovation type of school, and belongs to the Rita School Circuit or The Rita 02. This institution is guided under the directions of MSc. Francisco Javier Salazar Jara
Administrative Teachers TOTAL
11 24 35
FEATURES AND ASSESS OF PRONUNCIATION
Pronunciation is the way a word or a language is spoken, or the manner in which someone utters a word. Pronunciation is the way how sounds are articulated by speakers.
The ideal way of testing pronunciation is to actually
listen to the learner. Take segmental phonemes, word stress as illustrations, also specific features of English pronunciation, as a teaching activity and as part of an examination.
CHALLENGING SITUATIONS AND OPPORTUNITIES
Despite extensive agreement about the importance of pronunciation teaching, in ESL courses around the country pronunciation is the aspect of language that receives least attention.
Classes must be learner-center in the sense that learners should be able to practice speech that will be directly useful to them in their real lives.
DETERMINE CHALLENGING SITUATIONS AND OPPORTUNITIES REGARDING ENGLISH PRONUNCIATION
• DO TEACHERS NEED TO TEACH PRONUNCIATION?• HOW TO TEACH PRONUNCIATION• SET PRONUNCIATION IN A COMMUNICATIVE CONTEXT• TAKE A LEARNER-CENTERED APPROACH
EDUCATIONAL FACTORS THAT HINDER THE ENGLISH PRONUNCIATION LEARNING PROCESS
• LANGUAGE ACQUISITION• LINGUISTIC BACKGROUND • FACTORS AFFECTING THE LEARNING OF
PRONUNCIATION • ACCENT• STRESS, INTONATION, AND RHYTHM • MOTIVATION AND EXPOSURE • AGE • MOTHER TONGUE INFLUENCE
PRONUNCIATIONS DESCRIPTORS
CHAPTER III
METHODOLOGICAL FRAMEWORK
METHODOLOGICAL FRAMEWORK
TYPE OF INVESTIGATION This research is a descriptive study. SUBJECTS OF INVESTIGATION AND INFORMATION
Students, teachers and administrative staff community of Ticabán. The documented information from students, teachers, and the administrative personnel, used on the purpose of this investigation there are the MEP General Guidelines and English curriculum, and varied textbooks related to literature of pronunciation, online research has been carried out to identify pronunciation skills.
CHAPTER IV ANALYSIS AND INTERPRETATION OF
THE RESULTS
PROCESSING OF THE INFORMATION
The way of processing the information in this investigation will be by informatics programs like Microsoft Word and Excel. Microsoft Excel provides excellent tools for the tabulation of data and the creation of graphs and schemes.
STUDENTS’ PERCEPTION REGARDING THEIR OWN ENGLISH PRONUNCIATION
STUDENTS’ BASIC KNOWLEDGE ABOUT THE INTERNATIONAL PHONETIC ALPHABET
STUDENTS’ OPINIONS ON THE TECHNIQUES TEACHERS IMPLEMENT IN THE CLASSROOM IN ORDER TO IMPROVE ENGLISH PRONUNCIATION
STUDENTS’ OPINIONS ABOUT THE DESIRABLE PRONUNCIATION INSTRUCTOR
STUDENTS’ OPINIONS ON THEIR TEACHER’S NECESSITY OF IMPROVEMENT
TEACHERS’ OPINIONS ON THE POSSIBLE OBJECTIVE FOR INCLUDING PRONUNCIATION IN THE ENGLISH CURRICULUM
TEACHERS’ PERCEPTION ON THE BENEFITS OF IMPLEMENTING STRATEGIES TO IMPROVE PRONUNCIATION FOR STUDENTS AT TICABÁN HIGH SCHOOL
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
CONCLUSION RECOMENDATION
Students’ English pronunciation accuracy fails in all senses.
Update teachers´ linguistic and phonetic knowledge
Provide English speaking spaces. MEP incorporation of an oral final
testChallenging MEPs objectives, teachers academic preparation, students´ motivation, lack of resources and timeOpportunities Fresh minds, innovative and challenging and benefit
Help teachers organize their time and the contents to be covered and give them the opportunity to participate in workshops, conferences, online courses and others.
Teacher need to evaluate to much works form students and others multiple chores (40 mits lesson is not enough)
Record of all the educational factors about English Language program within the Costa Rican Ministry of Public Education
Using phonics seems to be well accepted for both teachers and students.
Implementation of phonetics resources that could help students improves their English pronunciation.
CHAPTER VIPROPOSAL FOR THE IMPLEMENTION OF
PRONUNCIATION STRATEGIES TO 5TH GRADERS IN THE DIVERSIFIED EDUCATION AT TICABÁN
PUBLIC HIGH SCHOOL
JUSTIFICATION
The purpose of the following project is to develop a guided strategy to improve the way how the English oral skill is being taught nowadays at the Liceo de Ticabán, Guápiles. The project pretends to motivate teachers and students to emphasize the importance that pronunciation has at the time to learn a new language, in this case, English.
GENERAL AND SPECIFIC OBJECTIVES To offer a guide for the introduction of teaching English pronunciation
strategies in public high school of Ticabán, Pococí.
SPECIFIC OBJETIVES • To design a lesson plan where pronunciation details will be develop in
order to introduce some knowledge about it to the student. • To implement pronunciation learning strategies that contains relevant
teaching in this area in order to complement the lesson plan. • To introduce authentic and technological materials to learn English
based real life situations.
TEACHERS´TRAINING- PROPOSAL AGENDA
DAY 1st: Cognitive Target: Design a lesson plan where pronunciation details will be developed.
DAY 2nd:Cognitive Target: Pronunciation learning strategies.
DAY 3rd:Cognitive Target: Authentic and technological materials used in pronunciation teaching process.